51ÔÚÏß

The ECTA is operated by the Frank Porter Graham Center of the University of North Carolina at Chapel Hill and subcontracts with USF. Project faculty provide training and support to state and community leaders for the inclusion of young children with developmental disabilities within early childhood classrooms and programs. 

Contact: Lise Fox, PhD
Funder: Frank Porter Graham Center, University of North Carolina – Chapel Hill, through funding received from the U.S. Department of Education, Office of Special Education Programs

This project involves a series of studies to inform the development of instructional strategies intended to help Spanish-speaking 4th grade English learners learn the meanings of new words in English. The studies test the benefits of providing students with definitions in English versus Spanish, supportive text context, and cognates—words such as profound-profundo which are spelled similarly and mean the same in Spanish and English—on students’ ability to independently learn new English words. Project findings will provide evidence of potentially promising practices for helping English learners learn new academic vocabulary in English.

Contact: Maria Carlo, PhD
Funder: U.S. Department of Education

The project is conducting an efficacy study of a system of supports for implementing the Pyramid Model for Promoting Social-Emotional Competence program-wide in early childhood programs. The Pyramid Model is a tiered framework of teaching practices for promoting social-emotional competence and addressing challenging behavior in young children. PWS-PMI describes the systems that programs put in place to support and sustain the use of Pyramid Model practices by all staff. Project staff will work with community early childhood programs (e.g., child care, Head Start) in the Nashville metro and Tampa Bay areas to examine if the implementation of PWS-PMI yields outcomes in teachers’ use of evidence-based practices and children’s social, emotional, and behavioral outcomes.

Contact: Lise Fox, PhD
Funder: Vanderbilt University/U.S. Department of Education

A research grant focused on scaling the Pyramid Model for Promoting Social Emotional Competence in Young Children in Pre-Kindergarten (PreK) and Kindergarten (K) classrooms in diverse districts in states across the country. The Pyramid Model provides tiered practices that teachers implement in their classrooms to address the social-emotional and behavioral needs of children with all children, including those with high needs. The project includes an evaluation of the implementation and efficacy of the Pyramid Model across eight districts in four states (TN, NC, NE, and CA) with a diverse student sample. A key project component is partnering with school districts to scale and build the capacity for sustaining Pyramid Model implementation in Pre-K and K classrooms.

Contact: Lise Fox, PhD
Funder: Vanderbilt University/Office of Elementary and Secondary Education, U.S. Department of Education

The purpose of this project is to gain a better understanding of the academic achievement and socioemotional functioning of the Latino dual language learner (DLL) population within 51ÔÚÏß Head Start classrooms. With the intention of informing instruction and assessment for DLLs, this secondary data analysis will identify subgroups of DLLs based on their: 1) levels of cognitive, linguistic, literacy, and math achievement in both English and Spanish prior to kindergarten entry; 2) growth trajectories for language, literacy, and math in English and Spanish as DLLs transition from preschool into kindergarten; and 3) trajectories for socioemotional functioning from preschool into kindergarten. Home and malleable classroom factors associated with the subgroups will be examined. Preliminary results show that there are four subgroups of DLLs (English Dominant, Balanced Average, Spanish Dominant, Emerging Bilinguals) and that bilingual development is not associated with risk for poor educational outcomes.

Contact: Matthew Foster, PhD
Funder: U.S. Department of Education

This project provides capacity-building technical assistance and training to regional Early Learning Coalitions for the implementation of the Pyramid Model. Activities include establishing and guiding community implementation teams, implementation specialist training and support, training of trainer workshops, and technical assistance related to data systems and the use of data for decision-making.

Contact: Lise Fox, PhD
Funder:  51ÔÚÏß Division for Early Learning, 51ÔÚÏß Department of Education, through the preschool development grant funded by the U.S. Department of Health and Human Services, Administration for Children and Families

is an evidence-based, home visiting program that partners with parents of children ages two through five to help prepare parents and children for school success. The 51ÔÚÏß HIPPY Training & Technical Assistance Center at USF funds, licenses, and provides training and technical assistance for all HIPPY programs in 51ÔÚÏß. The 51ÔÚÏß HIPPY T&TA Center partners with local agencies who provide local HIPPY services in their counties at no cost  to participants.

Contact: Tracy Jordan, PhD
Funder: 51ÔÚÏß Department of Education

This project involves work in 51ÔÚÏß on behalf of HIPPY US and the National HIPPY Network, such as conducting site visits in 51ÔÚÏß, attending the National Conference, participating in National Network Meetings, training and monitoring HIPPY programs in 51ÔÚÏß.

Contact: Tracy Jordan, PhD
Funder: Connelly-3-Publishing Group

The collaborates with CARD-USF to deliver HIPPY services in Hillsborough County to 350 families with children diagnosed with Autism and related disorders. HHPIP also subcontracts social and mental services for HIPPY families through Success for Kids and Families. The HIPPY program is free to parents and is delivered by HIPPY home visitors who live in the same targeted high-need communities as the families they serve.

Contact: Tracy Jordan, PhD
Funder: Children’s Board of Hillsborough County

HIPPY in Martin County (HIMCO) is funded to establish a HIPPY program in Martin County. The funding supports a coordinator and two to three home visitors from the community serve 60 – 75 families residing in communities with a school readiness rate below 20%.

Contact: Tracy Jordan, PhD
Funder: Children’s Services Council Martin County

The provides resources, training materials, practical tools and materials, develops guidance, and assists state and program leaders in addressing the needs of young children with or at-risk for developmental disabilities with a focus on improving children’s social-emotional development and addressing challenging behavior.

Contact: Lise Fox, PhD
Funder: U. S. Department of Education, Office of Special Education Programs

The NCECDTL provides a subcontract to USF to provide training and guidance to Head Start programs. The NCECDTL helps early childhood programs use best practices that lead to positive child outcomes across early childhood programs. Project faculty at USF provide training and guidance related to preventing and addressing challenging behavior and the coaching of
classroom teachers.

Contact: Lise Fox, PhD
Funder: Vanderbilt University/U.S. Department of Health

This project involves the development and validation of a dynamic early literacy assessment for English speaking children in prekindergarten and kindergarten. The new test involves very simple instructions and requires only nonverbal touch responses, making it ideally suited for young learners and children with speech, language, or intellectual disabilities.

Contact: Jason Anthony, PhD
Funder: University of Kansas/U. S. Department of Education